Running head: COUNSELING PROGRAM ANALYSIS AND RECOMMENDATIONS. Counseling Program Analysis and Recommendations for

Transcription

1 Counseling Program Analysis and Recommendations 1 Running head: COUNSELING PROGRAM ANALYSIS AND RECOMMENDATIONS Counseling Program Analysis and Recommendations for Implementing a Comprehensive School Counseling Program at a Rural Middle School in Oregon Michelle R. Nelson Professional School Counselor Project Continuing School Counseling Licensure Program Portland State University 2006 Professional Responsibility: This research project has been reviewed by professional peers and has been submitted for on line publication prior to evaluation by Portland State University faculty members. I certify that I am the author of this project and am solely responsible for its merit and contents. This project is a demonstration of the work that I have completed toward the development of a comprehensive counseling program that will serve all students. This project is one measure of the work I have accomplished at the beginning of my career as a professional school counselor. Citation: Nelson, M.R. (2006). Counseling program analysis and recommendations for implementing a comprehensive school counseling program at a rural middle school in Oregon. Retrieved [Date], from Portland State University, Counselor Education, School Counseling Specialization, School Counseling in Action, Continuing Licensure Web site:

2 Counseling Program Analysis and Recommendations 2 Table of Contents Section 1: Introduction Purpose of Research Page 4 Guiding Questions Pages 4-5 Setting Page 5 Measuring Instruments.. Pages 5-6 Process Page 6 Section 2: Review of Literature.. Pages 6-9 Section 3: Methodology.. Pages 9-13 Section 4: Research Findings Discussion.. Page 13 Limitations.. Pages Recommendations.. Page 14 Section 5: References... Page Section 6: Appendi A Page 17 Section 7: Appendi B Pages 18-30

3 Counseling Program Analysis and Recommendations 3 Section 1: Introduction Purpose of Research In an effort to initiate a change in a rural Oregon School District s counseling program and philosophy for serving students, the researcher felt that the most significant action to be taken would be to conduct an analysis of the school in which she was employed, a middle school in rural Oregon. In recent years, undergoing a succession of budget cuts, a rural Oregon School District made the decision to cut several counselors throughout the district. As a result, the present situation is no elementary counselors for si elementary schools (impacting approimately 1400 students); one counselor at the middle school (for approimately 680 students; and two counselors at the high school (for approimately 900 students). [As an aside, the author is happy to report this will change for the school year. There will be the addition of two elementary counselors and a second counselor at the middle school]. The ASCA (American School Counselor Association) recommended caseload of students per counselor is 250 (ASCA, 2005). A school s use of the ASCA National Standards will result in more consistent characterization of school counseling programs and the services they provide. Armed with evaluation data and measurable success, school counselors can demonstrate the effectiveness of their programs (Dahir, Sheldon & Valiga, 1998). Guiding Questions The three questions that guided this research were: 1. What areas of the school counseling program are deficient (i.e. improving attendance rates, improving grades, decreasing discipline

4 Counseling Program Analysis and Recommendations 4 issues, bullying prevention, etc.)? 2. What actions can the author take to maimize the use of outside resources to supplement the middle school counseling program (given the present situation: One school counselor to ~ 680 students)? 3. What steps can the author take to initiate the implementation of a Comprehensive school counseling program that is based on the ASCA National Model and Oregon s Comprehensive Guidance and Counseling Framework? Setting This study took place at a rural middle school of approimately 680 middle school students in grades 6-8. The school is located roughly 30 miles south of the Portland-Metro area in Oregon. Demographics are as follows: 90% of the students are Caucasian, 8% are Hispanic, 1% are American Indian/Alaskan Native, and less than 1% are either African American or Asian/Pacific Islander. The migrant population is 5% and 35% of students qualify for free or reduced lunch. Measuring Instruments The esis system (Clackamas ESD s Student Information System) was used to analyze the school year s data on student GPAs, attendance rates, and disciplinary referrals. These measures were chosen for analysis based upon the fact that they are commonly used to measure student and school success. The researcher also used the ASCA National Model Workbook and Oregon s Framework for Guidance and Counseling Programs to conduct a program audit of the current counseling program.

5 Counseling Program Analysis and Recommendations 5 This information helped inform the researcher on areas of the counseling program that warranted increased services to students. Process In an effort to find out what services they felt were most valuable and necessary at the middle school, the author surveyed teachers at the beginning of the school year. This was the author s first year as counselor at the middle school, therefore receiving the teachers input was very insightful and aided in relationship building between the counselor and teachers. At the conclusion of the school year, the researcher collected data on grades, attendance, and disciplinary referrals using esis, as previously mentioned. Analysis of this data was conducted in the summer and fall of the The researcher conducted an audit of the middle school s counseling program in May of 2006 using the ASCA National Model Workbook and the Oregon s Framework for Guidance and Counseling Programs. Section 2: Review of Literature I have no idea what school counselors do., I don t want to know what school counselors do., If you re not busy, could you.?, What do school counselors do? These statements and questions have undoubtedly been heard by almost every school counselor at some point in his or her career. However, as observed by Johnson & Johnson (2001) in ASCA (2005), the more relevant question is How are students different as a result of the counseling program? (p. 59). The implementation of a comprehensive counseling program is not only about providing an accountability system for school counselors, but more importantly, it s

6 Counseling Program Analysis and Recommendations 6 about creating a program that is meaningful and applicable to all students academic, personal/social, and career goals. Although there seems to be a dearth of research that proves that schools with comprehensive counseling programs eperience greater success than schools without such programs, there are some studies that have shown promising results. Intensive studies done in Utah and Missouri imply that schools that implement comprehensive counseling and guidance programs will eperience educational benefits for their students. Some evidence of these benefits are: students felt safer at school, reported higher academic achievement, felt school was more useful and reported more positive relationships with teachers (Oregon Department of Education, 2003). Other analyses have met with similar results. For instance, Brigman & Campbell (2003), studied an intervention including classroom guidance and group counseling sessions that focused on bolstering skills such as conflict resolution, career awareness and goal-setting for 5 th, 6 th, 8 th and 9 th graders. Their results showed that student involvement in the intervention was positively correlated with school behavior measures and academic accomplishment. Furthermore, Lapan, Gysbers, & Petroski (2003) found that 7 th graders in schools with counseling programs that included increased classroom guidance in conjunction with group and individual counseling sessions achieved success in several areas. These students reported higher grades, stronger relationships with teachers, and placed a higher value on education. The guidance curriculum implemented focused on personal problems, career planning, and communicating with school staff and parents.

7 Counseling Program Analysis and Recommendations 7 With new state legislation, the No Child Left Behind Act of 2001, and high stakes testing, most counselors and teachers are feeling the pressure to show results for their practices. With a well-designed program to rely on for guidance, school counselors set high epectations for students and help boost academic scores (Viccora, 2006). Johnson, a counselor in Tucson, AZ, noted that when every counseling lesson included a writing component aligned with grade level, scores raised by 15% (Viccora, 2006). Comprehensive counseling program components have also proven effective when dealing with students problem behavior and discipline issues. For eample, Tobias & Myrick (1999) observed that 6 th grade students in an eperimental group that focused on improving grades, attendance, self-concept and attitude toward school and others, showed marked improvement in grades and attendance and had fewer discipline problems. Nancy Jarmin-Dunn, cited in Viccora (2006), used disaggregate data to reveal the results of a social skills group she conducted for middle school students. After reviewing the data (separated by gender), Jarmin-Dunn found that the number of discipline referrals decreased for both boys and girls following group participation. Furthermore, elementary counselor, Teresa Toro, reported in Conrad (2006), that while analyzing referrals broken down by grade level, results revealed that after si years, the group that had the highest number of referrals as kindergartners, now had the lowest number. Toro attributes these results to the effectiveness of her counseling interventions. Moreover, after launching a perfect attendance program with prizes and certificates from local businesses, Toro stated that her school had the best attendance rate in the district for the first time in ten years.

8 Counseling Program Analysis and Recommendations 8 School counselors, like other educators, are often faced with the question, Does what I do make a difference? According to Foster, Young & Hermann (2005), the answer would most likely be yes. Results of their research indicate that school counselors work activities match the work activities considered by the epert panelists as highly advancing students academic achievement. In addition, the work responsibilities defined by school counselors are congruent with their work activities that stimulate students academic, personal/social and career development in agreement with the National Standards for School Counseling Programs (NSSCP). Hence, there is a correlation between ASCA s recommendations and what is being implemented by school counselors. Section 3: Methodology Needs Assessment At the beginning of the school year, the author surveyed teachers on what counseling activities were most important to them. Most every teacher felt that the weekly Student Study Team (SST) meetings were high on the priority list, along with responsive services, such as crisis counseling and group counseling services. They were also interested in classroom guidance activities, but indicated that with the current counselor to student ratio, they understood that this would not be able to occur on any kind of consistent schedule. Grade Point Average (GPA) Cumulative GPAs were downloaded to a report using the esis system. This data was analyzed for 6 th and 7 th graders (no data could be obtained for 8 th graders due to the change from SysNit to esis). Results can be seen below in Table 1.

9 Counseling Program Analysis and Recommendations 9 Table 1: GPA Results Total # Students Avg. GPA & Below 6th th Based on analysis of the 6 th and 7 th graders GPAs, 16% of both groups are achieving a D average or below. The researcher asserts that this is significant data and counseling interventions (classroom guidance, group and/or individual counseling) would be beneficial to these students. Attendance The esis system was used to create a report of 6 th, 7 th and 8 th graders attendance records for the school year. An absence was defined by missing 4 or more period in a 7 period day. Because one of the middle school s school improvement goals was to increase average daily attendance to 95% or above, the data in Table 2 below was analyzed based on that goal. However, the data in Table 2 is based on every student s attendance rate, not average daily attendance, which ended up being 92.91%, not far from the school s goal. The author chose to demonstrate the data in this way to show that many students do not meet the 95% attendance goal. Table 2: Attendance Rates Total # of Total # with 95% or % of students with Total # below 95% % of students below Students above (8.25 absences 95% or above (8.25 (more than % attendance (more or below) absences or below) absences) than 8.25 absences) 6th % % 7th % % 8th % %

10 Counseling Program Analysis and Recommendations 10 An analysis of the attendance data in the table above demonstrates that more than one half of the students at the middle school have below 95% attendance. This is noteworthy because there is a strong correlation between student attendance rates and achievement. In essence, a student who is not in school is not learning or participating in his or her education. It is the author s opinion that these students (as with the students with D range GPAs) could benefit from school counseling interventions. Discipline The discipline referral data was retrieved from the esis system for the school year. The data includes the total number of referrals by grade level, but does not include the information for individual students. The combine total number of referrals for all grade levels (6, 7 & 8) was 1,537. Sith graders received 310 referrals, 7 th graders received 333, and the remaining 894 were accumulated by 8 th graders. The top five reasons that students received referrals (followed by the number given) are: Defiance of authority (419), other (261), disrespect toward others (204), inappropriate/abusive language (118), and harassment (73). For a detailed list of the remaining reasons and number of referrals given, please refer to Appendi A. Again, based on these findings, the researcher recommends counseling and guidance activities to address the number of disciplinary actions taken in one school year. Use of Outside Resources The use of outside resources is included in the research to address the lopsided counselor to student ratio. The author partnered with several different individuals and organizations to supplement services to students who could not be served directly by the school counselor.

11 Counseling Program Analysis and Recommendations 11 One individual who was instrumental in taking some of the burden off of the school counselor was the school psychology intern from George Fo University. She worked at the school two days a week and conducted several counseling groups, as well as individual counseling, functional behavior assessments, and staff consultation. The primary organization the author worked with was a grant-funded program called Molalla PreventNet. Through this program and its director, several programs were brought to the middle school: Todos Juntos, Peer Mediation, Girls Today, Boys Today, Conflict Resolution and Conflict Resolution Drama Group. The author also worked with the homeless liaison and Big Brother Big Sister coordinator. Together, these agencies and individuals provided valuable services to students at the middle school and alleviated some of the pressure on the school counselor. Counseling Program Audit As stated in Section One, the researcher used the ASCA National Model Workbook and the Oregon s Framework for Guidance and Counseling Programs to conduct a program audit of the middle school s current counseling program. The ASCA National Model Workbook was used to complete the program audit and Oregon s Framework for Comprehensive Guidance and Counseling Programs, Appendi C-3 (Time and Task Analysis) was used to evaluate counselor s time allocation. Based on the program audit and time and task analysis, the author found the following: Although most components of the counseling program are not in place or are in progress, the program showed definite strengths in the areas of responsive services and system support. Given the current situation of one counselor to approimately 680 students, there are some unavoidable deficiencies in the program. The main areas that

12 Counseling Program Analysis and Recommendations 12 need to be addressed are: Guidance curriculum, results report, and counselor performance evaluation (see Appendi B for program audit details). Section 4: Research Findings Discussion Upon reviewing the data on grades, attendance, discipline and counseling program audit, it is clear that the middle school s counseling program has some work to do in order to fully implement a comprehensive counseling program. However, the current program did ehibit strengths in responsive services and system support. This study will definitely provide a springboard for discussion and hopefully, the movement in the direction of implementing a comprehensive counseling program. As mentioned previously, the hiring of several more counselors in the district is a step in the right direction and proves that the superintendent, school board and administrators see the value of counseling programs. The measures used in this study are all reliable and valid measures of the constructs the researcher was attempting to study. Student GPA and attendance are straightforward measures that demonstrate a student s participation and performance in school. The ASCA National Model and Oregon s Framework for Comprehensive Guidance and Counseling Programs are both research-based documents supported by the American School Counselor Association and the Oregon Department of Education. Limitations There are several limitations that were gleaned by this study. First, was the lack of time available to the researcher to do needs analyses, evaluate services delivered, conduct a study, and complete a program audit. As a full-time professional school

13 Counseling Program Analysis and Recommendations 13 counselor, it is etremely difficult to find enough hours in the day to do research and data analysis on top of regular counseling duties especially when you are the only counselor in the building. As noted earlier, a second limitation is the lack of research on fully-implemented comprehensive counseling programs for professional school counselors to refer to. Another limitation was the author s unawareness of what a counseling program audit would entail and that implementation could take several years to accomplish. Although the author was familiar with both ASCA s and Oregon s Frameworks, she was unprepared for the depth of the endeavor. Recommendations In the opinion of the researcher, the following changes could be made: More preparation on the part of the author having a realistic idea of what a program audit would entail. Increased discussion with other professional counselors who have already gone through a program audit and implementation of ASCA s National Model. Increased discourse with school staff. The researcher could have enlisted staff members to provide input and suggestions. Start with the initial stages of conducting a program audit (develop a school counseling advisory group, construct vision and mission statements, determine critical student competencies to deliver, etc. (ASCA, 2005).

14 Counseling Program Analysis and Recommendations 14 References American School Counselor Association. (2004). The ASCA National Model Workbook. Aleandria, VA: Author. American School Counselor Association. (2005). The ASCA National Model: A Framework for School Counseling Programs (2 nd ed.). Aleandria, VA: Author. Brigman, G. & Campbell, C. (2003). Helping students improve academic achievement and school success behavior. Professional School Counseling, 7, Conrad, S.L. (2006). By the numbers. Professional School Counseling, 9, Dahir, C.A., Sheldon, C.B. & Valiga, M.J. (1998). Vision into Action: Implementing the National Standards for School Counseling Programs. Aleandria, VA. American School Counselor Association Press. Foster, L.H., Young, J.S. & Hermann, M. (2005). The work activities of professional school counselors: Are the national standards being addressed? Professional School Counseling, 8, Lapan, R.T., Gysbers, N.C. & Petroski, G.F. (2003). Helping seventh graders be safe and successful. A statewide study of the impact of comprehensive guidance and counseling programs. Professional School Counseling, 6, Oregon Department of Education. (2003). Oregon s framework for comprehensive guidance and counseling programs. Salem, OR: Author. Available on line at Tobias, A.K. & Myrick, R.D. (1999). A peer facilitator led intervention with middle school problem-behavior students. Professional School Counseling, 3, Viccora, E. (2006). Ready for liftoff. Professional School Counseling, 9,

15 Counseling Program Analysis and Recommendations 15 Viccora, E. (2006). A solid foundation. Professional School Counseling, 9,

16 Counseling Program Analysis and Recommendations 16 Appendi A

17 Counseling Program Analysis and Recommendations 17 Appendi B The ASCA National Model: A Framework for School Counseling Programs Program Audit The program audit is used to assess the school counseling program in comparison with ASCA s National Model for School Counseling Programs. Audits serve to set the standard for the school counseling program. Audits are first performed when a school counseling program is being designed and then yearly to appraise the progress of the program development. Using the findings of both program implementation and results, strengths and weaknesses are determined, and goals are created for the following school year. School Rural Oregon Middle School Date 5/9/06 FOUNDATION I. BELIEFS AND PHILOSOPHY The philosophy is a set of principles that guides the development, implementation and evaluation of the school counseling program. 1.1 A statement of philosophy has been written for the school counseling program 1.2 Indicates an agreed-upon belief system about the ability of every student to achieve 1.3 Addresses every student s right to a school counseling program 1.4 Includes a plan of closing-the-gap activities for underserved student populations 1.5 Focus is on primary prevention, intervention and student-developmental needs 1.6 Identifies the persons to be involved in the delivery of program activities 1.7 Identifies who will plan and who will manage the program 1.8 Defines how the program will be evaluated and by whom 1.9 Includes ethical guidelines and standards 1.10 The statement of philosophy has been presented to and accepted by administration, counselors and the advisory council

18 Counseling Program Analysis and Recommendations 18 PROGRAM AUDIT II. MISSION OF SCHOOL COUNSELING PROGRAMS The mission articulates the intentionality of the school counseling program. It represents the immediate and longrange impact (i.e. what is desired for every student five to ten years after graduation). 2.1 A mission statement has been written for the school counseling program 2.2 Written with the student as the primary client 2.3 Written for every student 2.4 Indicates the content or competencies to be learned 2.5 Links with the vision, purpose and mission of the state, district and the school 2.6 Indicates the long-range results desired for all students 2.7 The mission statement has been presented to and accepted by administration, counselors, advisory council and school board. III. DOMAINS AND GOALS Goals are the etension of the mission and focus on the results students will achieve by the time each student leaves the school system. The ASCA National Standards domain areas serve as the foundational goals for the school counseling program: academic, career and personal/social development. The National Standards provide a structure for the definition of goals related to competencies. 3.1 Goals have been written for the school counseling program 3.2 Reflect the domains in the ASCA National Standards for School Counseling Programs 3.3 Identifies a framework for organization of goals and competencies (knowledge, attitudes and skills) 3.4 Identifies the developmental structure for the school counseling program from K-12 (and beyond) and what will be measured 3.5 Goals have been presented to and accepted by administration, counselors and the advisory council

19 Counseling Program Analysis and Recommendations 19 PROGRAM AUDIT IV. ASCA NATIONAL STANDARD/COMPETENCIES Competencies are knowledge, attitudes or skills that are observable and can be transferred from a learning situating to a real-life situation and that involve the production of a measurable outcome. Competencies are indicators that a student is making progress toward the goals of the school counseling programs. They are developed and organized into content areas. 4.1 Student competencies have been written that directly relate to the domains: (academic, career, personal/social) 4.2 Developmentally appropriate student competencies are specified for each gradelevel grouping 4.3 Selected competencies are based on assessment of student needs and are measurable or observable 4.4 Goals demonstrate the link with the school counseling program mission, the school s mission and epected student results 4.5 Written student competencies have been presented to and accepted by the administration, counselors and the school counseling advisory council V. GUIDANCE CURRICULUM DELIVERY SYSTEM Consists of structured developmental lessons designed to assist students in achieving the competencies and is presented systematically through classroom and group activities, K-12. The purpose of the guidance curriculum is to provide all students with the knowledge and skills appropriate to their developmental level. The curriculum is organized to help students acquire, develop and demonstrate competencies within the three domains: academic, career and personal/social. 5.1 Guidance curriculum for all three domains has been written and adopted based on local site needs. 5.2 All students receive, in a systemic way, the content to acquire knowledge, attitudes and skills to enhance their academic, career and personal/social development. 5.3 Content is measurable (by pre-post tests, product creation or other methods)

20 Counseling Program Analysis and Recommendations 20 PROGRAM AUDIT 5.4 Materials, equipment and facilities are available to support the program delivery. 5.5 Effectiveness of curriculum is evaluated annually 5.6 The school counseling curriculum has been presented to and accepted by administration, counselors, and the school counseling advisory council VI. INDIVIDUAL STUDENT PLANNING Individual student planning consists of school counselors coordinating ongoing systemic activities designed to assist the individual student in establishing personal goals and developing future plans. 6.1 There is a systemic approach to helping students make appropriate education plans. 6.2 There is a systemic approach to helping students understand themselves through interpretation of standardized and individual tests 6.3 A tool eists at the secondary level to assist students in making appropriate educational plans (i.e. si-year plan) 6.4 Individual student planning includes: individual appraisal, individual advisement and appropriate student placement 6.5 Accurate, appropriate and effective printed material is distributed to support the individual planning efforts of student and their parents 6.6 The districtwide tools used for educational planning have been presented to the board PROGRAM AUDIT VII. RESPONSIVE SERVICES Responsive services within the school counseling program consist of activities to meet the immediate need of students. These needs or concerns require counseling, consultation, referral, peer mediation or information.

21 Counseling Program Analysis and Recommendations Every student K-12 receives prevention education to address life choices in academic, career and personal/social development (i.e. ATOD, violence etc) 7.2 Students are assisted in solving immediate problems that interfere with their academic, career and personal/social development (i.e. conflict resolution, peer mediation) 7.3 There is a systemic and consistent provision for the referral of students who ehibit barriers to learning 7.4 Responsive services include: Individual and small-group counseling Crisis counseling Peer facilitation Consultation/collaboration Referral system 7.5 A system is in place to ensure intervention for identified students. VIII SYSTEM SUPPORT System support consists of management activities that establish, maintain and enhance the total counseling program. 8.1 System support services have been created collaboratively with counselors and administrators 8.2 Counselors provide professional development to staff regarding the school counseling program 8.3 Counselors participate in professional development activities 8.4 Counselors serve on departmental curriculum committees, district-level subject councils, community committees or advisory councils PROGRAM AUDIT MANAGEMENT SYSTEM The management system is the process by which accountability for results is established and indicates who will be responsible for which students acquiring predetermined competencies.

22 Counseling Program Analysis and Recommendations 22 I. SCHOOL COUNSELOR / ADMINISTRATOR AGREEMENTS Agreements are statements of responsibility by each counselor specifying the results and students the counselor is accountable for. These agreements are negotiated with and approved by the designated administrator. 9.0 There is a clear division between assumed accountability for results and assigned duties 9.1 The epected results are clearly delineated 9.2 Counselors and administrators agree on assignments of counselors 9.3 Counselors have decided how to distribute caseload and access to students alpha assignments, domain specialization, grade level, random, counselor of the day, etc.. ADVISORY COUNCIL An advisory council is a group of persons appointed to review the program audit, goals and results reports of the school counseling program and to make recommendations to the school counseling department, principal and/or the superintendent. The membership has representation of groups affected by the school counseling program: student, parents, teachers, counselors, administrators and community An advisory council has been organized and has established meeting dates and has identified tasks 10.2 The advisory council has appropriate representative membership 10.3 The advisory council meets at least twice a year 10.4 The advisory panel reviews the guidance program audit, a summary of the program results reports and makes appropriate recommendations PROGRAM AUDIT I. USE OF DATA and STUDENT MONITORING Analysis of data drives the program. Monitoring students progress ensures each student acquires the identified competencies. Monitoring may be systemic by district or specific to school site, grade, class or individually, depending on site and student need. The process includes recording verification of the completion of the competency on a form (planning folder, portfolio, computer disc or other document) and measuring student improvement over time.

23 Counseling Program Analysis and Recommendations District- and site-specific data on student achievement are collected and disaggregated 11.2 District- and site-specific data on achievement related data are collected and disaggregated 11.3 Standards and competency-related data are collected and disaggregated 11.4 Counselors are accountable for monitoring the progress of every student 11.5 There is an established means to monitor students progress in guidancerelated competencies, including academic achievement 11.6 Each student has a means to document his/her own progress, knows where documentation is kept and how to access documentation 11.7 Monitoring activities are determined by district, school site and grade level and are assessed over time II. USE OF DATA and CLOSING THE GAP Analysis of data drives the program. The needs surface when program and individual data are analyzed monitoring equity and access to rigorous academic programs for every student. Monitoring of individual progress reveals interventions may be needed to support the student in achieving academic success. Data are necessary to determine: Where are we now? Where should we be? Where are we going to go? Needs are identified discrepancies between the desired results and the results currently being achieved The data are disaggregated by variables such as gender, ethnicity and grade level The data are systemically analyzed to determine where students are and where they ought to be 12.3 The identified discrepancies are aligned with the ASCA National Standards 12.4 The identified needs become sources for the determination of closing-the-gap activities PROGRAM AUDIT III. ACTION PLANS (GUIDANCE CURRICULUM AND CLOSING THE GAP)

24 Counseling Program Analysis and Recommendations 24 For every competency taught or result anticipated by counselors, there must be a plan of how the responsible counselor intends to achieve the desired competency or result. Each plan contains 1) the domain, standard and competency addressed; 2) description of actual activity and curriculum used; 3) the data driving the decision to address this competency; 4) time activity is to be completed; 5) who is responsible for delivery; 6) the means of evaluating student success process, perception or results data; and 7) the epected result for student(s) Action plans are drafted by the counseling team during a planning meeting 13.1 Closing-the-gap plans are drafted by the counseling team at a planning meeting 13.2 The action plans are consistent with the program s goals and competencies 13.3 Action plans address every aspect of the program and the academic, career and personal/social domains 13.4 Plans include 1) the domain, standard and competency addressed; 2) description of actual activity and curriculum used; 3) curriculum or materials to be used; 4) time activity is to be completed; 5) who is responsible for delivery; 6) means of evaluating student success i.e. process or outcome data; and 7) the epected result for student(s) Results are stated in terms of what will be demonstrated by the student 13.6 Every student is included in the results 13.7 Counselors have identified specific results that they are accountable for 13.8 Plans have been reviewed and signed by the administrator 13.9 Action plans and closing-the-gap plans are completed in the spring for the net year and signed by the counselor and principal There are written action plans on file with the administration in charge of the school counseling program PROGRAM AUDIT IV. USE OF TIME/CALENDAR A master calendar of events is developed and published to effectively plan and promote the school counseling program. To maimize active participation in the program, the calendar provides students, parents, teachers and administrators with knowledge of what is scheduled and the location and time indicating when and where activities will be held.

25 Counseling Program Analysis and Recommendations The counselor s total time spent in each component of the delivery system has been compared to the ASCA National Model recommendations (see Use of Time) The time study is conducted and analyzed along with the program results to determine delivery system priorities A list of appropriate system support services (i.e. counseling/noncounseling activities) has been created The approved list of counseling/noncounseling activities has been approved by the board 14.5 Master calendar eists 14.6 The master calendar identifies grade level(s), dates and activities 14.7 Master calendar is published and distributed to appropriate persons: students, staff, parents and community 14.8 The counselors weekly/monthly schedule is posted PROGRAM AUDIT ACCOUNTABILITY V. RESULTS REPORT For every competency or result assumed by counselors, there must be a plan of how the responsible counselor intends to achieve the desired competency or result. Each results report contains 1) the domain, standard and competency addressed; 2) description of actual activity and curriculum used; 3) the data that drove the decision to address this competency; 4) when it was completed; 5) who was responsible for delivery; 6) the means used to evaluate student success process or outcome data; and 7) the final result for student(s) There is an established timeline for reporting evidence of the results obtained 15.2 Every student is included in the results 15.3 The administrator responsible for the school counseling program has been actively involved in the negotiation of the results agreement

26 Counseling Program Analysis and Recommendations A results form for the collection of results data is written and accepted by administration and school counselors A results form for the collection of data from Closing-the-gap activities is accepted by the administrators and the counselors 15.6 There is a results agreement addressing every aspect of the program and the academic, career and personal/social domains 15.7 Process data are collected 15.8 Perception data is collected which measures knowledge, attitudes and skills (i.e. pre-post tests; activity completed) 15.9 Results data is collected and disaggregated measuring behaviors (i.e. graduation rates, attendance, behavior, academic achievement data over time) Immediate, intermediate and longrange data are collected and reviewed Results are reported to administrators, counselors and the school board Results are analyzed and used to improve the program in subsequent years. PROGRAM AUDIT VI. COUNSELOR PERFORMANCE EVALUATION The school counselor s performance standards used for evaluation contain basic standards of practice epected of school counselors implementing a comprehensive school counseling program. These performance standards serve as both a basis for counselor evaluation and as a means for counselor self-evaluation Is written to assess the school counselor s ability to understand and implement the foundation of the comprehensive school counseling program based on ASCA National Standards 16.2 Is written to assess the counselor s ability to implement the delivery system (i.e. guidance curriculum, individual planning with students, responsive services, system support) 16.3 Is written to assess the counselor s ability to manage the school counseling program 16.4 Is written to assess the school counselor s ability to measure the results of the program

27 Counseling Program Analysis and Recommendations Is written to assess the counselor s use professional communication within the school community 16.6 Is written to determine the school counselor s fulfillment of professional growth responsibilities (i.e. use of data, technology and ethical standards) 16.7 Is written to assess the school counselor s ability to be a leader, student advocate and systems change agent. VII. PROGRAM AUDIT The program audit provides evidence of the program s alignment with the ASCA National Model. The primary purpose for collecting information is to guide future actions within the program and to improve future results for students The program is audited annually 17.2 The audit aligns with and includes all program components 17.3 The results of the audit are shared in the spring and drive the program training and behavior for the following year 17.4 A written long-range plan for the improvement of the school counseling program is published and revised each year 17.5 The school counseling program has been approved by the school district s board of education (ASCA, 2004)

28 Counseling Program Analysis and Recommendations 28

29 Counseling Program Analysis and Recommendations 29 (Oregon Department of Education, 2003)